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學前班是一個兩層的建筑，起源于三個獨立的三角形酒吧的配置，允許三個連接到校園：一個入口，另一個通往圖書館，第三個通往奇跡公園或學前班公園。建筑是用有機的形狀創(chuàng)造的，旨在避免直線邊緣，而傾向于曲線，給空間帶來流動性。
The preschool is a two-level building that originates from a configuration of three autonomous bars organized in a triangular shape, allowing for three connections to the campus: one for entry, another leading to the library, and the third toward the Park of Wonder or preschool park. The architecture is created with organic shapes that aim to avoid straight edges in favor of curves, giving fluidity to the space.
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這三個體量包含了學前班、幼兒園和過渡班的教室，以及教師服務區(qū)和學術活動支持區(qū)。這些空間通過一個巨大的折疊鋼筋混凝土屋頂連接起來。褶皺增加了室內(nèi)空間的豐富性，并與傾斜的墻壁產(chǎn)生的空間品質相一致。
These three volumes contain the classrooms for pre-kindergarten, kindergarten, and transition, as well as service areas for teachers and support areas for academic activities. These spaces are connected by a large folded reinforced concrete roof. The folds add richness to the interior space and are consistent with the spatial quality generated by the angled walls.
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在立面上，建筑由兩部分組成：由磚體組成的基礎和由玻璃膨脹和折疊屋頂組成的頂部。連接入口和圖書館的入口點采用通高窗戶，保持熱舒適條件，而通往公園的通道完全開放，以確保外部空間和建筑廣場之間的連續(xù)性。
In elevation, the building is composed of two parts: a base made of brick volumes and a top made of a glass expansion and the folded roof. The access points connecting the entrance and the library are characterized by double-height windows, which maintain thermal comfort conditions, while the access to the park is completely open to ensure continuity between the exterior space and the building's agora.
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循環(huán)路徑和墻壁的設計是為了讓孩子們使用建筑的體驗充滿驚喜和建筑元素的能力。例如，從屋頂懸掛的坡道打斷了中央庭院，作為讓孩子們更容易上升到第二層的元素。它的陡坡吸引著使用者一邊使用一邊跑步。
The circulation paths and walls were conceived so that the children's experience of using the building would be characterized by surprise and the ability of the architectural elements to invite play. For example, a ramp suspended from the roof interrupts the central courtyard, serving as the element that allows children to ascend to the second level more easily. Its steep incline invites users to run while using it.
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作為教學和操作的前提，建立了一個大型的中央空間：一個集體聚會的廣場，免受雨淋，被教室包圍，一個刺激互動和社區(qū)的地方。這個中心空間被一個圍繞三角形庭院的周長循環(huán)系統(tǒng)所包圍，該庭院提供通往教室的通道。
As a pedagogical and operational premise, a large central space is established: an agora for collective gathering, protected from the rain and surrounded by classrooms, a place that stimulates interaction and community. This central space is surrounded by a system of perimeter circulations around the triangular courtyard that provide access to the classrooms.
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材料是大型磚的沙色粘土的總和，與木制天花板和地板相結合，促進了均勻和歡迎的顏色范圍。作為補充，在家具中使用強調(diào)色，以一種有節(jié)制的方式，以避免在幼兒校舍中常見的色彩過度使用。
The material is the sum of the sandy-colored clay of the large-format brick, which combined with wooden ceilings and floors promotes a homogeneous and welcoming color range. As a complement, accent colors are used in furniture, in a measured way, to avoid the chromatic overuse that is so common in school buildings for young children.
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鋼筋混凝土和一些金屬柱的混合結構由一系列圓形截面柱組成，這使得墻壁與結構完全分離，從而產(chǎn)生了屋頂?shù)睦焱鈿?，表達了建筑元素的個性。
The mixed structure of reinforced concrete and some metal columns consists of a series of circular-p columns, which allow for the complete separation of the walls from the structure, thus generating a stretched envelope of the roof, expressing the individuality of the architectural elements.
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項目圖紙
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▲平面圖
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▲剖面圖
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▲軸測分析圖